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2007 | 43 | 2 | 5-21
Article title

The Relationship Between Phonological Awareness and Word Reading

Selected contents from this journal
Title variants
Languages of publication
EN
Abstracts
EN
This study investigates the effect of phonological awareness instruction on the development of word-reading ability for EFL first-graders in a Jordanian state school. Based on Chard and Dickson's (1999) phonological awareness hierarchy, a phonological awareness training program was developed by the researchers, and used in training the experimental group whose children after 10 training sessions significantly outperformed their peers in the control group on TampaReads' (2003) word-reading measures. The study concludes that phonological awareness is relevant to the development of first-graders' word-reading ability, and that explicit phonological awareness instruction is essential for this development. The study thus provides support to previous research, and implies that phonological awareness can be taught contrary to the notion of the pure whole language approach, and that explicit phonological awareness intervention can help overcome the Jordanian EFL children's reading problems once it is systematically integrated into their school curricula.
Publisher
Year
Volume
43
Issue
2
Pages
5-21
Physical description
Dates
published
2007-12-01
online
2007-12-28
Contributors
  • The Hashemite University, Zarqa
  • University of Jordan, Amman
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Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.doi-10_2478_v10010-007-0011-6
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